1. Splash Screen

2. Select a hyperlink to go to the corresponding slides.
Are You Ready for Chapter 6?
Lesson 1: Numbers 11 and 12
Lesson 2: Numbers 13, 14, and 15
Lesson 3: Numbers 16 and 17
Lesson 4: Problem-Solving Strategy: Use a Graph
Lesson 5: Numbers 18, 19, and 20
Lesson 6: Compare Numbers to 20
Lesson 7: Order Numbers to 20
Chapter 6 Review
Introduce the Chapter
Real World: Patterns
Share with students that there will be times that they need to count more than 10.
• Start counting the number of students in the classroom. Have the students count with you.
• When you get to 10, stop and ask if that is everyone.
• How many more students are in the class? Sample answer: eight
• Tell students that this is one example of why they need to know numbers that come after 10.
Key Vocabulary
Introduce the key vocabulary in the chapter using the routine below.
Define: The number 20 is made of two tens.
Example: I have 20 cubes or two groups of ten.
Ask: What other things could you have 20 of?
Select a hyperlink to go to the corresponding slides.
Chapter Menu

3. Introduction—Are You Ready 1
Count the carrots. Write the number.
Introduction—Are You Ready 1

4. Introduction—Are You Ready 2
Count the ears of corn in each group. Write the number.
Introduction—Are You Ready 2

5. Introduction—Are You Ready 3
Write the missing number.
Introduction—Are You Ready 3

6. Introduction—Are You Ready 4
Write the missing number.
Introduction—Are You Ready 4

7. Introduction—End

8. eleven twelve Lesson 1—Get Ready 1 California Standards
KNS1.2 Count, recognize, represent, name, and order a number of objects (up to 30).
Supporting standard: KNS1.0
Introduce
Activity Choice 2 • Hands-On
Materials: 12 envelopes, basket, number cards 11 and 12
• Put 10 envelopes in a basket, having students count from one to 10 as each envelope is counted.
• What number comes after 10? How do you know? 11; 11 is one more than 10.
• Put an envelope in the basket.
• Ask what 11 looks like. Show the 11 card. Have students write 11 in the air, then jump as they count to 11.
• Repeat with 12. Have students write 12 in the air and then nod as they count to 12.
Lesson 1—Get Ready 1

9. Count the bunnies. Count the horses. 1 2 3 4 5 1 2 3 4 5 6 7 8 9 10 611 11 12
Count the bunnies.
Count the horses.
Lesson 1—Teach

10. 1 2 3 4 5 1 2 3 4 5 6 7 8 9 10 6 7 8 9 10 11 11 12
12 is one more than 11.
Lesson 1—Teach

11. Count the cookies. Write the number.12
Lesson 1—Check

12. Lesson 1—End

13. thirteen fourteen fifteen Lesson 2—Get Ready 1 California Standards
KNS1.2 Count, recognize, represent, name, and order a number of objects (up to 30).
Supporting standard: KNS1.0
Introduce
Activity Choice 2 • Hands-On
Materials: counters, cups
• Drop 12 counters into a cup one by one, having students count aloud.
• How many counters will be in the cup if one more is added? 13 counters
• Add another counter.
• Take the counters out of the cup one by one, having students count aloud, clapping their hands as they count to 13.
• Repeat with 14 counters, having students tap their feet as they count to 14.
• Repeat with 15 counters, having students touch their toes as they count to 15.
Lesson 2—Get Ready 1

14. Count the cups. Count the plates. 1 2 3 4 5 1 2 3 4 5 6 7 8 9 10 6 7 811 12 13 14 11 12 13
Count the cups.
Count the plates.
Lesson 2—Teach

15. 1 2 3 4 5 1 2 3 4 5 6 7 8 9 10 6 7 8 9 10 11 12 13 14 11 12 13
14 is one more than 13.
Lesson 2—Teach

16. 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 6 7 8 9 10 6 7 8 9 10 6 7 8 9 10 11 12 13 14 11 12 13 11 12 13 14 15
Count the bowls.
Lesson 2—Teach

17. 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 6 7 8 9 10 6 7 8 9 10 6 7 8 9 10 11 12 13 14 11 12 13 11 12 13 14 15
15 is one more than 14.
Lesson 2—Teach

18. Count the pies. Write the number.15
Lesson 2—Check

19. Lesson 2—End

20. sixteen seventeen Lesson 3—Get Ready 1 California Standards
KNS1.2 Count, recognize, represent, name, and order a number of objects (up to 30).
Supporting standard: KNS1.0
Introduce
Activity Choice 2 • Hands-On
Materials: drum; number word cards for 15, 16, 17; two ten-frames
• Have three students each find five objects in the classroom and put their objects one at a time into two ten-frames counting aloud to 15 as each object is placed in a ten-frame.
• Beat the drum 15 times, having students count each beat. Other students should pretend to beat the drum by slapping their thighs at the same time.
• What number comes next? How do you know? 16; 16 is one more than 15.
• Have a student beat the drum 16 times. Ask what 16 looks like. Show card 16. Have students write 16 in the air.
• Have a student find one more object and place it in the ten-frame that is not full.
• What number is one more than 16? 17
• Have a student beat the drum 17 times as the class counts.
• Ask a student to find one more object and place it in the ten-frame that is not full. Have students count the 17 objects in the ten-frame.
Lesson 3—Get Ready 1

21. Count the basketballs. Count the soccer balls. 17 is one more than 16.2 3 4 5 1 2 3 4 5 6 7 8 9 10 6 7 8 9 10 11 12 13 14 15 11 12 13 14 15 16 16 17
Count the basketballs.
Count the soccer balls.
17 is one more than 16.
Lesson 3—Teach

22. Count the footballs. Write the number.16
Lesson 3—Check

23. Lesson 3—End

24. What animals do you see? rabbits, bats, lizards, kangaroo rats
California Standards
KMR2.0 Students solve problems in reasonable ways and justify their reasoning.
KNS1.3 Know that the larger numbers describe sets with more objects in them than the smaller numbers have.
Supporting standards: KNS1.0 and KNS1.2
Introduce
Activity Choice 2 • Hands-On
Materials: connecting cubes
• Give each student a connecting cube. Group students by cube color.
• Have each group make a train.
• Draw a graph on the chalkboard with a column for each color. Label the columns by color.
• Draw connected boxes down the length of each column.
• Have volunteers from each group shade in boxes to show how many cubes their train has. Make sure students shade boxes in the correct column.
• Have students count aloud the number of boxes shaded in each column, and tell which color has more, less, or equal.
• Repeat by passing out other combinations of cube colors to show more, less, and equal again.
What animals do you see?
rabbits, bats, lizards, kangaroo rats
Lesson 4—Teach

25. 13 15 11 14
How many of each animal do you see?
Lesson 4—Teach

26. Circle the group of animals that has more than the others.
Lesson 4—Teach

27. Put an X on the group of animals that has less than the others.
Lesson 4—Teach

28. Color each row to show how many of each animal there are.
Lesson 4—Check

29. Circle the groups that have the same number of objects.
Lesson 4—Check

30. Lesson 4—End

31. eighteen nineteen twenty Lesson 5—Get Ready 1 California Standards
KNS1.2 Count, recognize, represent, name, and order a number of objects (up to 30).
Supporting standard: KNS1.0
Introduce
Activity Choice 2 • Hands-On
Materials: picture of an 18-wheel truck, number card 18, 19, 20
• Show a picture of an 18-wheel truck and ask how it got its name. Count 18 wheels.
• Ask what 18 looks like. Show card 18. Have students practice writing 18 in the air.
• Tell students to move their hands in a circular motion, like a wheel. Model making a circle with hands as if rolling, having students join, counting one to 18.
• Repeat with 19 and 20.
Lesson 5—Get Ready 1

32. Count the apples. Count the oranges. 1 2 3 4 5 1 2 3 4 5 6 7 8 9 10 611 12 13 14 15 11 12 13 14 15 16 17 18 16 17 18 19
Count the apples.
Count the oranges.
Lesson 5—Teach

33. 1 2 3 4 5 1 2 3 4 5 6 7 8 9 10 6 7 8 9 10 11 12 13 14 15 11 12 13 14 15 16 17 18 16 17 18 19
19 is one more than 18.
Lesson 5—Teach

34. Count the peaches. 20 is one more than 19. 1 2 3 4 5 1 2 3 4 5 1 2 3 46 7 8 9 10 6 7 8 9 10 6 7 8 9 10 11 12 13 14 15 11 12 13 14 15 11 12 13 14 15 16 17 18 16 17 18 19 16 17 18 19 20
Count the peaches.
20 is one more than 19.
Lesson 5—Teach

35. Count the binoculars. Write the number.19
Lesson 5—Check

36. Lesson 5—End

37. Count the crackers on the first plate.
California Standards
KNS1.3 Know that the larger numbers describe sets with more objects in them than the smaller number have.
Supporting standards: KNS1.0 and KNS1.2
Introduce
Activity Choice 2 • Hands-On
Materials: connecting cubes
• Have students sit in a circle. Give each student five connecting cubes. Tell them they will have a train-building race, and that the winner of the round will build the train with the most cubes.
• Give one cube to the student on your left and one cube to the student on your right so that two trains are being built. Each of those students adds a cube to the train and passes it to the next student. All students should add a cube to only one train.
• How can we compare the number of cubes on the trains to decide which is more? Compare lengths and count to compare numbers. Use a summary statement, such as “12 is more than 11” or “13 is less than 14.”
Count the crackers on the first plate.
Count the crackers on the second plate.
Lesson 6—Teach

38. Place an X on the number that describes the set with more objects.
16 is more than 14.
Place an X on the number that describes the set with more objects.
Lesson 6—Teach

39. more
less
14 is less than 16.
Lesson 6—Teach

40. Count the crackers on the third plate.
more
less
Count the crackers on the third plate.
Count the crackers on the fourth plate.
Lesson 6—Teach

41. Place a box around the numbers that are equal.
more
less
They are equal.
Place a box around the numbers that are equal.
Lesson 6—Teach

42. Count the objects. Write the numbers
Count the objects. Write the numbers. Draw an X through the number that shows more. 15 12
Lesson 6—Check

43. Lesson 6—End

44. California Standards
KNS1.2 Count, recognize, represent, name, and order a number of objects (up to 30).
Introduce
Activity Choice 2 • Hands-On
Materials: number cards 0–20
• Distribute number cards zero to 20 in order, one per student. Have students line up in order and count out their numbers.
• Tell them that they formed a number line, or a line with numbers on it in order. Explain that number lines help us count and know the order of numbers.
• Do all number lines end with 20? No, the number at the end can be less than 20 or more than 20. 14 13 11 15 12 17 20 19 18 10 16 9 3 2 1 4 8 5 7 6
Count from zero to 20.
Lesson 7—Teach

45. What number comes just after three?4
Lesson 7—Teach

46. What number comes just before 12?11
Lesson 7—Teach

47. 14 Write the missing number. 14 8 9 10 11 12 13 15 16 17 18 19 20 14
Lesson 7—Check

48. Lesson 7—End

49. Draw lines to match. 11 16 20
Chapter Review 1

50. Count the apples. Write the number.14
Chapter Review 2

51. Count the acorns. Write the number.18
Chapter Review 3

52. Count the objects in each group. Write the numbers
Count the objects in each group. Write the numbers. Circle the group that has more. 13 15
Chapter Review 4

53. Chapter Review—End